Reforming Science Teacher Education with Cultural Reflection and Practice
نویسندگان
چکیده
منابع مشابه
Reforming Teacher Education, Again
WORKFORCE AND WORKPLACE Reforming Teacher Education, Again Schools of education have been portrayed as intellectual wastelands, decried as impractical and irrelevant by practitioners, and cited as the root cause of bad teaching and inadequate learning. Teacher education as a whole has been the target of innumerable eff orts designed to reform it or save it from being dismantled. In 2001, Carneg...
متن کاملa comparison of teachers and supervisors, with respect to teacher efficacy and reflection
supervisors play an undeniable role in training teachers, before starting their professional experience by preparing them, at the initial years of their teaching by checking their work within the proper framework, and later on during their teaching by assessing their progress. but surprisingly, exploring their attributes, professional demands, and qualifications has remained a neglected theme i...
15 صفحه اولReforming science: methodological and cultural reforms.
Contemporary science has brought about technological advances and an unprecedented understanding of the natural world. However, there are signs of dysfunction in the scientific community as well as threats from diverse antiscience and political forces. Incentives in the current system place scientists under tremendous stress, discourage cooperation, encourage poor scientific practices, and dete...
متن کاملScience Teacher Education
Curriculum materials are a crucial tool with which teachers engage in teaching practice. For preservice teachers to learn to use science curriculum materials in productive ways, they must develop a conception of themselves as elementary teachers in which the use of science curriculum materials is a valued dimension of science-teaching practice. We define those dimensions of teachers’ profession...
متن کاملReforming Rural Education: Understanding Teacher Expectations for Rural Youth
The Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts to close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension of quality teaching: teacher expectations. We employ longitudinal data gathered in Gansu Province in 2000 and 2007 to first examine whether teacher expectations for rural yo...
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ژورنال
عنوان ژورنال: International Journal of Learning, Teaching and Educational Research
سال: 2019
ISSN: 1694-2493,1694-2116
DOI: 10.26803/ijlter.18.1.3